Difference+Not+Deficit+-+Home+Literacy+vs.+School+Literacy

Difference not deficit- How can we bridge the gap between home and school literacies?
One of the most illuminating terms I will take with me from this course is “difference not deficit”. Those words have come to resonate with me on a very deep and powerful level, so much so that I believe I have undergone a fundamental shift in the opinions I entered this course with. If I am to be honest; I will admit to a certain amount of careless thinking when I entered this class. Not that I intentionally harbored any prejudices outright, but I did have a certain mindset that some language practices were simply //wrong,// and were in need of correction. I am thankful for the realization that all languages and all language systems are inherently arbitrary- that it is we who assign the importance to the shifting nature of linguistic systems. The importance of language lies in the ability to relate to those with which you live and share a community with. There is no one right language, no one proper form of grammar. They key is in identifying what system is appropriate for certain situations. Wheeler and Swords text- __Code Switching__, I believe will be an invaluable tool for myself as a language arts teacher. The method of identifying language patterns and then adjusting them to fit the needs of particular instances and interactions goes perhaps even beyond the recognition of difference and turns what many view as a hinderance into an instructional advantage. The method takes whatever skills and language systems the students enter the classroom with and turns them into the foundation for building skills with Formal English. Rather than seeing each student as a blank slate that must be filled with proper grammar rules and conventions, the idea of code switching sees the student as an already developing individual with skills that can be transfered and used to create a deeper understanding. I also believe that, to some extent, the methods outlined by Wheeler and Swords imply a respect for the student and the home language they already possess; which can serve to provide a non-threatening atmosphere to the classroom. We have read about young students who feel that, in some way, by learning Formal English they are turning their back on, or betraying, their background and their families. The feeling is entirely understandable if the material is addressed along lines that treat one as right and one as wrong; but by emphasizing that they are two equally valid systems, and without any inherent value judgments- the material can be learned neutrally. Again, as with so many things, there is an essential need to know one’s students. If their home language is to be shown respect, it must be genuinely understood. There is no room for oversimplification or caricature. A deep level of interaction with the community is something that must take place, and a real effort made to understand the differences must be made.